Journal of Instructional Mathematics DOI: 10.37640/jim.v3i2.

1515
E-ISSN 2722-2179 Volume 3, Issue 2; 2022

Using Flipped Classroom Model to Enhance

the Junior High School Students’ Achievement and
Engagement in Algebra
Wiwik Mulyani
SMP Negeri 2 Sentani, Kabupaten Jayapura, Provinsi Papua, Indonesia
wiek.mulyani17@gmail.com

Article Info Abstract

This study examines whether using flipped classroom model could
Received enhance junior high school students' achievement and engagement in
August 10, 2022 algebra. A quasi-experimental design which is a switching replication
model with posttest only is used in this study to determine whether the
Revised students’ achievement in the experimental group (using flipped
October 16, 2022 classroom model) differs from the control group (using traditional
classroom model). A questionnaire is used to evaluate the students’
Accepted engagement during the lessons in the experimental group, and the
October 25, 2022 results then are presented in the descriptive statistics. The result of this
study is that the experimental group has significantly (p-value=0.001)
higher gain mean scores (M=61.54, SD=20.49) than those in the control
group (M=55.63, SD=23.76). It describes that students in the
Keywords
experimental group have better achievement than the students in the
traditional classroom. This study also shows that the students in the
Algebra;
experimental group agree that they are more engaged and active during
Flipped classroom;
the lesson, with the mean of the items engagement being more than 3,7
Students’
(3.72≤M≤4.19). The correlations between the engagement items and the
achievement;
posttest from flipped classroom show positive, moderately strong
Students’
correlations. Thus, this study sheds light on flipped classroom models
engagement.
as one of the great teaching models nowadays.
Authors agree that this article remains permanently open access
under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License

How to Cite:
Mulyani, W. (2022). Using Flipped Classroom Model to Enhance the Junior High School
Students’ Achievement and Engagement in Algebra. Journal of Instructional
Mathematics, 3(2), 75-82.

INTRODUCTION
The rapid growth of science and technology has caused changes to mathematics
curricula, which now focus more on developing the students’ critical thinking and
reasoning. Furthermore, these curricula should also provide a learning environment
that attracts students to more engage in the lesson, and provide opportunity for
students to improve their skill of using technology. According to Bloom’s
Taxonomy, there are six levels of students’ thinking, which are remembering,
understanding, applying, analyzing, evaluating, and creating (Prismana,
Kusmayadi, & Pramudya, 2018). The focus of current mathematics curricula is how
to bring students to achieve at least level 3 on the Bloom’s Taxonomy above. In
order to get this level, students need meaningful lessons and enough time to process
their understanding.

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Flipped classroom model may the answer for this situation. It a new
instructional model in teaching which presents lectures as homework to be
completed outside of class using online video, while the class time is used for
engaging students with the materials (Gaughan, 2014). Flipped classroom model
requires students to learn the material content before class which will create space
during class for learning opportunities where students can discuss, and apply their
knowledge to deepen their understanding (Wallace et al., 2014).
We select algebra for this study because it is an essential part of mathematics,
and the contents of algebra are structured. This means that students should master
the previous contents before moving to the next contents. In other words, it is very
important to deepen junior high school students’ understanding in algebra because
it will be the basis for the high school algebra. Furthermore, the contents are usually
represented by symbols that are abstract. For the junior high school students, it is
challenging to understand the abstract concepts. When students struggle to
understand the abstract concepts, they will loss their focus to the lesson. They will
not interest to study mathematics anymore. In other word, they will not engage
curiously in the lesson.
To help students gain the abstract concepts, and to make them actively involved
in the lesson, they need appropriate instructional models that provide them more
time to engage in the lesson in order to build their understanding in these concepts.
Flipped classroom model may be one of the proper instructional models in this case.
This study may provide useful information for teachers especially for the junior
high school mathematics teachers. Therefore, the purpose of this present study is to
investigate whether using flipped classroom model could enhance the junior high
school students’ achievement and engagement in algebra.

Literature Review
In 2007, Bergmann and Sams (2012; 2013) were the first teachers who used flipped
teaching at a high school level. They recorded their lectures to help their students
who missed the class. In the flipped classroom model, teachers’ positions are the
guides or facilitators who encourage the students to become active learners (Bennett
et al., 2012).
Many studies were conducted to analyze the effects of using this model in
students’ attitude, engagement and achievement. Jamaludin and Osman (2014)
found that flipped classroom models enhanced students’ engagements in
undergraduate TESOL students.
Strayer, Hart, and Bleiler (2015) found that flipped classroom models helped
instructors/teachers to identify the gaps of students’ understanding or
misconceptions to the mathematical concepts before the class. This information
eased the teachers to address the errors during the class sessions. It increases
comprehension of students’ thinking that helps students to make sense in the
mathematical problems. They described that flipped classroom model enhanced
students’ reflection and elicited responses from other students. In addition, students
were able to develop new knowledge using this model.
Kirvan, Rakes, and Zamara (2015) examined the effect of flipped classroom
model in students’ conceptual understanding and improving learning outcome in
linear equations system topic. They found that flipped classroom models provided
more time for exploration and enrichment activities, but more focus on the
Using Flipped Classroom Model to Enhance the … 77

substance of the videos and class activities were needed to increase students’
conceptual understanding. Although they found that there were similar levels of
achievement growth in both groups, students in the flipped classroom model
showed greater improvement in their ability to solve systems of linear equations
than the control group.
A study conducted by Clark (2015) examined the effects of using the flipped
classroom model on students’ engagement and performance in algebra in a
secondary school. He found that this model could significantly improve the
students’ engagement compare to the traditional model. However, this study did not
find the significant difference in the students’ achievement between the treatment
group and the control group.
Another study conducted by Ogden (2015) investigated the student perceptions
of the flipped classroom in college algebra. He noted some findings in this study.
First, students felt that they had more time to discuss the topic with their lecture or
friends. Second, students felt that this model provided multiple instructions that
supported their needs. Third, they could learn the topic at their own pace. With these
findings he thought that this model would also have a positive impact on the
students’ achievement. Therefore, he suggested that the future research should
evaluate the use of flipped classroom models in students’ achievement.
The suggestions from Ogden’s study (2015) are the references for this current
study. So, there are two teaching models, that are flipped and traditional classroom
model. The focus analyzes of this study will be on the students’ achievement and
engagement. Therefore, this current study will investigate whether using flipped
classroom model could increase the junior high school students’ achievement and
engagement in algebra.
This study will address two research questions: (1) Is the students’ achievement
in the flipped classroom model better than the traditional model?, (2) Does the
flipped classroom model have more impact in the students’ engagement than the
traditional classroom?
Regarding these research questions, the hypotheses in this study are as follows:
(1) the students’ achievement in the flipped classroom model is better than the
students’ achievement in the traditional model, (2) the flipped classroom model has
more impact on the students’ engagement than the traditional classroom model.

RESEARCH METHODS
The design of this study will be the quasi-experimental design which is an
experimental design that has the same purposes and structures to true experiment,
but it lacks random assignment of the units (Shadish, Cook, & Campbell, 2002).
The design model is the switching replication with posttest only. There are four
classes in this study which are 9A, 9B, 9C and 9D. Two classes (9A and 9B) become
the first group (NR1) and another two classes (9C and 9D) become the second group
(NR2). In the first duration, the first group (NR1) becomes the experimental group,
while the second group (NR2) becomes the control group. The experimental group
(NR1) gets the treatment which is flipped classroom model (X) while the control
group (NR2) gets the traditional classroom model. Both groups learn the same topic
which is exponents. After two weeks, both groups take the first posttest (O1) to
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measure the students’ achievements. In addition, the treatment group (NR1) also
take the survey (questionnaire) to measure the students’ engagement.
In the second duration, the groups are switched–NR1 becomes the control group
and NR2 becomes the treatment group. Both groups still continue to learn the
exponents topic, especially about roots. After two weeks, both groups then take the
second posttest (O2) and the treatment group (NR2) also take the same survey. The
design is diagrammed as the Table 1.

Table 1: Experimental Model

Research Group Treatment Posttest 1 Treatment Posttest 2
NR1 X O1 - O2
NR2 - O1 X O2

The independent variable in this study is the teaching classroom models that
consists of two models – the flipped classroom model, and the traditional classroom
model. The dependent variables are students’ achievement and engagement. The
participants in this study are 91 students from 4 classrooms of 9th grade on Public
Junior High School at Sentani Jayapura.

Instruments
The posttest is used to determine whether the students in flipped classroom model
could perform better than the students in the traditional classroom model in their
achievement. The posttest model is 25 multiple-choice questions with three
confounding and one correct answer.
A questionnaire is used to measure the students’ engagement. The questionnaire
is based on Reeve and Tseng (2011) which consist of a 5-point Likert scale that
ranges from 1=strongly disagree, 2=disagree, 3=neither agree nor disagree,
4=agree, to 5=strongly agree. This questionnaire includes five items of behavioral
engagement, seven items of agentic engagement, four items of cognitive
engagement, and five items of emotional engagement. This questionnaire has been
assessed the inter-item consistency reliability. The Cronbach’s alpha values were
above of 0.95 (Jamaludin & Osman 2015). Thus, these instruments have high
reliability measure. However, this study does not use all the items, only 2 items
from each part of engagements are used. So, the total items are 8 which are: 1)
During class, I ask questions, 2) During class, I express my preferences and
opinions, 3) I pay attention in the class, 4) I try very hard in the class, 5) I enjoy
learning new things in class, 6) When I am in class, I feel curious about what we
are learning, 7) When I am in class, I feel curious about what we are learning, 8) I
make up my own examples to help me understand the important concepts I study.

Procedure
This study is conducted at Public Junior High School, Sentani, Jayapura regency,
Papua in August 2019. It is implemented over two weeks in the first duration and
another two weeks for the second duration to the 91 9th grade students in the topics
of algebra. The duration of each lesson is 2×40 minutes twice a week, and the
schedules is depend on the schools’ schedules.
The process of this study is as follows: the students in the experimental group
prepare for class by watching videos the night prior the class. For example, if the
Using Flipped Classroom Model to Enhance the … 79

next day’s schedule is for flipped classroom, they will prepare the class by watching
the video lessons, however if the schedule for the next day is traditional classroom,
they will do their homework from the past lesson. During the class time, in the
experimental group: the teacher starts the class by checking whether the students
already watched the video or not, and then the students do many activities to deepen
their understanding, such as discussing the difficult video’s contents, doing hand-
on-activities, and doing exercises. In this time, the students engage the lessons
actively, while the teacher become their facilitator. In the control group: during the
class time, the students do the same activities as the experimental group except
disusing the video lesson. In addition, the deep of the subject materials in this group
depend on the time. After the lesson, teacher gives them homework.
The lesson videos are uploaded on YouTube a day prior to the lessons, and the
links are shared in the students’ WhatsApp group. For those students who do not
have internet access, the videos are sent using Bluetooth or copied into flash disk.
The data from two posttests then is analyzed using paired samples t-test. This
analyzed determine whether the two groups have difference students’ achievement.
In other word, do students in the experimental group have better achievement than
students in the control group. The data from the survey questionnaire is also
analyzed to determine how high students’ engagement in the flipped classroom
model.

RESULT AND DISCUSSION

Students’ Achievement Data Analysis
The descriptive statistics are used to compare the means, the standard deviations,
the maximum and minimum scores from two groups. The results is as in Table 2.

Table 2. Descriptive Statistics for Data Test

Trad. class Flipped class
Mean 55.63 61.54
Standard Deviation 23.76 20.49
Minimum 20.00 32.00
Maximum 96.00 100.00

Table 2 shows that number of participants is N=91 students and all of them are
valid. The mean score in the flipped classroom model (M=61.54, SD=23.76) is
higher than the mean score in the traditional classroom model (M=55.63,
SD=20.49). In addition, the minimum score (min=32) in the flipped classroom
model is also better than the minimum score in the traditional classroom model
(min=20). The maximum score students’ achievement by using flipped classroom
model is 100 and the traditional classroom model is 96.
A paired samples t-test is run to evaluate the difference of the means students’
achievement between the two groups, and whether this difference is significant or
not as in the Table 2.
From the Table 2, we see that the students in the experimental group have
significantly higher gain scores (M=61.54, SD=20.49) than those in the control
group (M=55.63, SD=23.76). Moreover, the paired samples t-test indicates that t
value for df 90 is significant (p-value=0.001). Thus, the null hypothesis that the
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experimental and the control group have the same mean gain scores is rejected.
Therefore, the students in the flipped classroom perform better than to the students
in the traditional classroom in their achievement. Since this finding, flipped
classroom could be considered as a good classroom model.

Tabel 2. Paired Samples Test Analysis

Mean
Learning model t df Sig. Conclusion
difference
Flipped classroom Significant
5.912 -3.895 90 0.000
Traditional classroom difference

This study reveals that flipped classroom model enhances the students’
achievements. This finding is similar to the previous studies like Strayer, Hart, and
Bleiler (2015) and Kirvan, Rakes, and Zamara (2015).

Students’ Engagement Data analysis

This description will explain the data from the survey after is analyzed using SPSS.
The result will describe whether the students agree that flipped classroom model
make them more engage during the lessons. Means, standard deviations, minimum
values and maximum values are used to answer this relation. The result is as follow
in Table 3.

Table 3. Descriptive Statistics for Data Survey

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
Mean 3.934 4.165 4.209 4.143 4.033 3.747 3.846 3.725
Std. Deviation 0.712 0.703 0.624 0.724 0.640 0.825 0.893 0.684
Minimum 3.000 3.000 3.000 3.000 2.000 2.000 2.000 2.000
Maximum 5.000 5.000 5.000 5.000 5.000 5.000 5.000 5.000

The data above shows that question: (Q1) during class, I ask questions has mean
almost 4 (M=3,93, SD=0.71) which indicates agree. In addition, the minimum value
(min=3) explains that there is no negative responses in this item. In other words, all
students agree with this statement. The same results are also for item 2 to item 4,
that was: (Q2) during class, I express my preferences and opinions, (Q3) I pay
attention in the class, (Q4) I try very hard in the class. Item (Q5) I enjoy learning
new things in class, has mean (M=4.03, SD=– 0.64). It reveals that most of the
students also agree with this statement. However, the minimum value (min=2)
indicates that there are few students do not agree with this item. This result is similar
to item 6 to item 8, that was: (Q6) When I am in class, I feel curious about what we
are learning, (Q7) When I am in class, I feel curious about what we are learning,
(Q8) I make up my own examples to help me understand the important concepts I
study. Students in the flipped classroom model agree that their engagement increase
because of this class model.
Another analyzed is used to see whether all items of engagements above have
correlations to the posttest from flipped classroom model. Furthermore, this
analysis is also used to see how strong the correlations and what kind of correlations
they are. The result is on the Table 4.
Using Flipped Classroom Model to Enhance the … 81

Table 4 reveals that all items have positive correlation, which mean that the
more students engage in the lesson the better their posttest results. According to
Akoglu (2018), the Pearson’s correlation coefficients of 0.3≤r≤0.6 have moderate
strong correlation. Based on the table, seven items (item 2 to 8) have coefficients’
correlation above of 0.3 (0.337≤r≤0.596, n=91, p-value=0.001). These indicate that
the correlations between them are moderate strong. Only item 1 has a weak
correlation (r=0.269, N=91, p-value=0.010). It explains that item 1 has little
influence to posttest result. Therefore, all of these findings hint that engagement has
positive and moderate correlation to the students’ achievements.

Table 4. Correlations Analysis for Data Survey

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
Flipped 0.269 0.337 0.479 0.471 0.436 0.478 0.596 0.493
Sig 0.010 0.001 0.001 0.001 0.001 0.001 0.001 0.001

Another finding is that the students’ engagement also increases during the
lesson because of this classroom model. This finding relates to some previous
studies which conducted by Jamaludin and Osman (2014) and Clark (2015).
Because of these positive results of using flipped classroom model, this model could
be implemented to other subjects in junior high schools.

CONCLUSION
This study has given great experiences not only for students but also for the teacher
itself. It shows that the flipped classroom model is one of the excellent teaching
models which provides the students enough opportunity and time to deeper their
understanding and enhance theirs’ engagement during the lessons. This study
reveals that flipped classroom model enhances the students’ achievements. Another
finding is that the students’ engagement also increases during the lesson because of
this classroom model. Because of these positive results of using flipped classroom
model, this model could be implemented to other subjects in junior high schools.
To increase the quality of flipped classroom model, teachers gathering is needed
to discuss and share how to create interesting videos lesson before implementing
this model. In addition, more attention from students’ parents is also essential to
guide their children when they are watching the videos lesson.

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